Classical galactosemia patients can achieve high IQ scores

2019 ◽  
Vol 32 (4) ◽  
pp. 399-401 ◽  
Author(s):  
Konstantinos Iakovou ◽  
Yannis Dotsikas ◽  
Yannis L. Loukas ◽  
Kleopatra H. Schulpis
Keyword(s):  
Maternal Care ◽  
Intelligence Quotient ◽  
Psychomotor Development ◽  
Classical Galactosemia ◽  
High Intelligence ◽  
Iq Scores ◽  
University Degree ◽  
Very High

Abstract Very recently, it was reported that a patient with classical galactosemia and a very high intelligence quotient (IQ) score obtained a university degree. In the present study, two siblings with classical galactosemia (homozygous for Q188R mutation) received upper normal IQ scores when tested with psychometric tools. Additionally, the same IQ scores were determined in their healthy brother when tested at the same age. It was concluded that patients could achieve upper normal IQ scores when on diet and followed up closely. Family and especially maternal care may ameliorate the psychomotor development.

scholarly journals White matter microarchitecture and structural network integrity correlate with children intelligence quotient

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Ilaria Suprano ◽  
Gabriel Kocevar ◽  
Claudio Stamile ◽  
Salem Hannoun ◽  
Pierre Fourneret ◽  
...  
Keyword(s):  
White Matter ◽  
Intelligence Quotient ◽  
Diffusion Tensor ◽  
Brain Connectivity ◽  
Neuropsychological Testing ◽  
Fiber Bundles ◽  
Parietal Lobes ◽  
Graph Metrics ◽  
High Intelligence ◽  
Iq Scores

AbstractThe neural substrate of high intelligence performances remains not well understood. Based on diffusion tensor imaging (DTI) which provides microstructural information of white matter fibers, we proposed in this work to investigate the relationship between structural brain connectivity and intelligence quotient (IQ) scores. Fifty-seven children (8–12 y.o.) underwent a MRI examination, including conventional T1-weighted and DTI sequences, and neuropsychological testing using the fourth edition of Wechsler Intelligence Scale for Children (WISC-IV), providing an estimation of the Full-Scale Intelligence Quotient (FSIQ) based on four subscales: verbal comprehension index (VCI), perceptual reasoning index (PRI), working memory index (WMI), and processing speed index (PSI). Correlations between the IQ scores and both graphs and diffusivity metrics were explored. First, we found significant correlations between the increased integrity of WM fiber-bundles and high intelligence scores. Second, the graph theory analysis showed that integration and segregation graph metrics were positively and negatively correlated with WISC-IV scores, respectively. These results were mainly driven by significant correlations between FSIQ, VCI, and PRI and graph metrics in the temporal and parietal lobes. In conclusion, these findings demonstrated that intelligence performances are related to the integrity of WM fiber-bundles as well as the density and homogeneity of WM brain networks.

scholarly journals Effect of iron supplementation on mental and motor development in children: systematic review of randomised controlled trials

2005 ◽  
Vol 8 (2) ◽  
pp. 117-132 ◽  
Author(s):  
HPS Sachdev ◽  
Tarun Gera ◽  
Penelope Nestel
Keyword(s):  
Systematic Review ◽  
Motor Development ◽  
Randomised Controlled Trials ◽  
Intelligence Quotient ◽  
Iron Supplementation ◽  
Mental Development ◽  
Mean Difference ◽  
Psychomotor Development ◽  
Controlled Trials ◽  
Randomised Controlled

AbstractObjectiveTo evaluate the effect of iron supplementation on mental and motor development in children through a systematic review of randomised controlled trials (RCTs).Data sourcesElectronic databases, personal files, hand search of reviews, bibliographies of books, abstracts and proceedings of international conferences.Review methodsRCTs with interventions that included oral or parenteral iron supplementation, fortified formula milk or cereals were evaluated. The outcomes studied were mental and motor development scores and various individual development tests employed, including Bayley mental and psychomotor development indices and intelligence quotient.ResultsThe pooled estimate (random effects model) of mental development score standardised mean difference (SMD) was 0.30 (95% confidence interval (CI) 0.15 to 0.46, P < 0.001; P < 0.001 for heterogeneity). Initial anaemia and iron-deficiency anaemia were significant explanatory variables for heterogeneity. The pooled estimate of Bayley Mental Development Index (weighted mean difference) in younger children (<27 months old) was 0.95 (95% CI −0.56 to 2.46, P = 0.22; P = 0.016 for heterogeneity). For intelligence quotient scores (≥8 years age), the pooled SMD was 0.41 (95% CI 0.20 to 0.62, P < 0.001; P = 0.07 for heterogeneity). There was no effect of iron supplementation on motor development score (SMD 0.09, 95% CI -0.08 to 0.26, P = 0.28; P = 0.028 for heterogeneity).ConclusionsIron supplementation improves mental development score modestly. This effect is particularly apparent for intelligence tests above 7 years of age and in initially anaemic or iron-deficient anaemic subjects. There is no convincing evidence that iron treatment has an effect on mental development in children below 27 months of age or on motor development.

The core dimensions of schizophrenia

2020 ◽  
pp. 565-573
Author(s):  
Nancy C Andreasen
Keyword(s):  
Intelligence Quotient ◽  
Negative Symptoms ◽  
Three Dimensions ◽  
Psychotic Symptoms ◽  
Outcome Predictors ◽  
Positive Symptoms ◽  
Illness Onset ◽  
Premorbid Adjustment ◽  
High Intelligence ◽  
Over Time

Schizophrenia is a devastating illness that usually affects many aspects of a person’s life. The symptoms may be divided into two groups. ‘Positive’ symptoms include a variety of psychotic symptoms such as delusions and hallucinations. Although severe, they are less handicapping than negative symptoms such as avolition or anhedonia. Positive symptoms involve the presence of things that should be absent, while negative symptoms involve the absence of things that should be present. Dimensional approaches for classifying symptoms have also become popular in current nosology, proposing three dimensions: positive, negative, and disorganized. The course of the illness evolves over time; a prodrome is often present, followed by illness onset and a variable outcome. Good outcome predictors include good premorbid adjustment, high intelligence quotient, and good social relationships. The pathophysiology of the illness includes genetic, neuropathological, and neurodevelopmental components. A possible association with creativity may suggest reasons why the illness has persisted over many centuries.

Patterns of Intellectual Development Among Survivors of Pediatric Medulloblastoma: A Longitudinal Analysis

2001 ◽  
Vol 19 (8) ◽  
pp. 2302-2308 ◽  
Author(s):  
Shawna L. Palmer ◽  
Olga Goloubeva ◽  
Wilburn E. Reddick ◽  
John O. Glass ◽  
Amar Gajjar ◽  
...  
Keyword(s):  
Intelligence Quotient ◽  
Intellectual Development ◽  
Significant Decline ◽  
Postoperative Radiation Therapy ◽  
Full Scale Intelligence Quotient ◽  
Pediatric Medulloblastoma ◽  
Rate Of Increase ◽  
Iq Scores ◽  
Competing Hypotheses ◽  
Patient Performance

PURPOSE: To examine two competing hypotheses relating to intellectual loss among children treated for medulloblastoma (MB): Children with MB either: (1) lose previously learned skills and information; or (2) acquire new skills and information but at a rate slower than expected compared with healthy same-age peers. PATIENTS AND METHODS: Forty-four pediatric MB patients were evaluated who were treated with postoperative radiation therapy (XRT) with or without chemotherapy. After completion of XRT, a total of 150 examinations were conducted by use of the child version of the Wechsler Intelligence Scales. These evaluations provided a measure of intellectual functioning called the estimated full-scale intelligence quotient (FSIQ). Changes in patient performance corrected for age (scaled scores) as well as the uncorrected performance (raw scores) were analyzed. RESULTS: At the time of the most recent examination, the obtained mean estimated FSIQ of 83.57 was more than one SD below expected population norms. A significant decline in cognitive performance during the time since XRT was demonstrated, with a mean loss of 2.55 estimated FSIQ points per year (P = .0001). An analysis for the basis of the intelligence quotient (IQ) loss revealed that subtest raw score values increased significantly over time since XRT, but the rate of increase was less than normally expected, which resulted in decreased IQ scores. CONCLUSION: These results support the hypothesis that MB patients demonstrate a decline in IQ values because of an inability to acquire new skills and information at a rate comparable to their healthy same-age peers, as opposed to a loss of previously acquired information and skills.

scholarly journals Topological Modification of Brain Networks Organization in Children With High Intelligence Quotient: A Resting-State fMRI Study

2019 ◽  
Vol 13 ◽  
Author(s):  
Ilaria Suprano ◽  
Chantal Delon-Martin ◽  
Gabriel Kocevar ◽  
Claudio Stamile ◽  
Salem Hannoun ◽  
...  
Keyword(s):  
Resting State ◽  
Intelligence Quotient ◽  
Brain Networks ◽  
Resting State Fmri ◽  
Fmri Study ◽  
High Intelligence

scholarly journals A-79 Flynn Effect Correction: Accuracy Base Rate for IQ/Ability Level

2019 ◽  
Vol 34 (6) ◽  
pp. 939-939
Author(s):  
L Slater ◽  
M Daniel
Keyword(s):  
Intelligence Quotient ◽  
Accurate Estimate ◽  
Ability Level ◽  
Test Interval ◽  
Forensic Evaluations ◽  
Flynn Effect ◽  
Base Rates ◽  
Average Group ◽  
Iq Scores ◽  
Over Time

Abstract Objective Flynn Effect (FE) is the observed rise in population psychometric intelligence quotient (IQ) scores over time, approximately three IQ points per decade. Sometimes in forensic evaluations, points are deducted from archival IQ scores to “correct” for FE. This study determined the accuracy of FE correction for three IQ ranges. Method Participants were 240 people (age: M = 52.7, SD = 24.4; 149 female) from the WAIS-IV standardization group who took the WAIS-III and WAIS-IV in counterbalanced order with an inter-test interval from 6-163 days. WAIS-IV Full Scale IQ (FSIQ) scores were subtracted from WAIS-III scores and differences were divided into two groups: 1.) > 2 IQ points – when applying FE correction to a WAIS-III score produced a more accurate estimate and 2.) < 1 IQ points – when applying FE correction produced a less accurate estimate. Accuracy base rates were tabulated for three WAIS-III FSIQ groups: below average < 89; average 90-109; and above average groups > 110. Results FE correction produced more accurate WAIS-IV FSIQ estimates for 70% of the below average group, 56% of the average group, and 65% of the above average group. Conclusions Applying an FE correction provides a more accurate WAIS-IV IQ estimate about half the time for average IQ scores and about two-thirds of the time for above and below average IQ scores. (Standardization data from the WAIS-III Copyright © 1997 NCS Pearson Inc. & WAIS-IV Copyright © 2008 NCS Pearson Inc. Used with permission. All rights reserved.)

Alexander Fleming, 1881-1955

1956 ◽  
Vol 2 ◽  
pp. 117-127 ◽  
Keyword(s):  
Medical School ◽  
Medical Practice ◽  
Water Polo ◽  
Technical Ability ◽  
Village School ◽  
High Intelligence ◽  
University Degree ◽  
The Village ◽  
Alexander Fleming

Alexander Fleming was the youngest of four children born to an Ayrshire farmer, Hugh Fleming, by his second wife Grace ( née Morton) on 6 August 1881. His education, up to the age of twelve, was at the village school (Darvel) and, for a further two years, at the Kilmarnock Academy. At fourteen he joined his brothers in London, where he worked for a time as a clerk in a shipping office, and also attended some classes at the Regent Street Polytechnic. His eldest brother Thomas was already practising as an ophthalmologist and, perhaps influenced by his example, Alexander also decided to study medicine. His choice of a medical school (which was to prove all important) seems to have been largely determined by the fact that he had competed in a water polo match against the students of St Mary’s Hospital. He therefore sat for an Entrance Scholarship at that Medical School, and won it, in 1901. After winning many other prizes as a student, he duly obtained his London University degree, M.B., B.S., in 1906. At that time he seems to have had no strong predilection towards any particular sphere of medical practice. Surgical work evidently made some appeal to him for he proceeded to take his F.R.C.S. examination, and it may well be that, if he had pursued that career, his great technical ability and high intelligence would have made him an outstanding surgeon, and won him a substantial fortune.

Author Reply: Attention-Deficit Hyperactivity Disorder and High Intelligence Quotient

2011 ◽  
Vol 32 (5) ◽  
pp. 438
Author(s):  
Maja Z. Katusic ◽  
Robert G. Voigt ◽  
Robert C. Colligan ◽  
Amy L. Weaver ◽  
Kendra J. Homan ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Intelligence Quotient ◽  
Author Reply ◽  
Hyperactivity Disorder ◽  
High Intelligence

scholarly journals THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE

2018 ◽  
Vol 3 (2) ◽  
pp. 119-132
Author(s):  
Kitri Katon Peni
Keyword(s):  
Reading Comprehension ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Intelligence Quotient ◽  
Translation Method ◽  
Teaching Reading ◽  
Test Technique ◽  
High Intelligence ◽  
Grammar Translation Method ◽  
Contextual Teaching

  The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the  intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the  experimental design assigning 72 students as sample.  Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading. 

scholarly journals PENGENDALIAN DIRI SALAH SATU KETERAMPILAN KECERDASAN EMOSIONAL UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA SEJAK DINI

MADRASAH ◽  
2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Hidayat Hidayat
Keyword(s):  
Learning Process ◽  
Social Skill ◽  
Intelligence Quotient ◽  
Self Control ◽  
High Learning ◽  
Emotional Life ◽  
Learning Achievement ◽  
Complex Process ◽  
High Intelligence ◽  
Emotional Intellegence

Learning process at school is a complex process and comprehensive. Many people said that someone has to have high Intelligence Quotient (IQ) in order to gain high achievement since intelligence is potential asset which is making easier to study and produce optimum high learning achievement.<br />As a matter of fact, in studying and learning process at school, some of the students cannot attain learning achievement equivalent with the Intelligence Quotient.  There are some students with high Intelligence Quotient but the learning achievements are low. In the other hand, there are some students with low Intelligence Quotient can attain high learning achievement. Therefore, Intelligence Quotient is not the only factor which is deciding someone’s success. <br />Another factor which influences someone’s success is Emotional Intelligence (EI). Emotional Intellegence is someone’s ability to manage his/her emotional life with intelligence, keep the appropriateness of emotion and its expression through self-consciousness’ skill, self-control, self-motivation, emphatic, and social skill.<br /> Keyword: learning achievement, self-control<br /><br />

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