scholarly journals Features of sexual dimorphism in cognitive abilities and structures of interests in teenagers with high level of intelligence

2015 ◽  
Vol 7 (1) ◽  
pp. 111-121 ◽  
Author(s):  
E.B. Saulina
Keyword(s):  
Sexual Dimorphism ◽  
Cognitive Abilities ◽  
Intelligence Test ◽  
Intellectual Performance ◽  
Mathematical Abilities ◽  
Intellectual Abilities ◽  
Iq Scores ◽  
Mathematical Processing ◽  
High Level ◽  
Gifted Adolescents

We present the results of the study of age dynamics factors of the intellectual abilities of cognitively gifted adolescents, namely manifestations of sexual dimorphism in their intellectual sphere and interests. We described an empirical testing of the hypothesis of the specifics of sexual dimorphism of intellectual abilities of adolescents with a high IQ. The study involved 249 adolescents (St. Petersburg), aged 14-17 years, including 132 adolescent high IQ - 81 girl and 51 boy, 117 adolescents with an average IQ - 66 girls and 51 boy. Intellectual performance (11 faculties - spatial, verbal, math, memory) are measured by the Universal intelligence test, the interests – with a biographical questionnaire. Mathematical processing of data was performed using SPSS Statistics 20. The study showed sexual dimorphism abilities manifested in adolescents with high IQ: girls outperform boys in verbal (p = 0.001), spatial (p = 0.05), mnemonic abilities (p = 0.001) and in general, IQ (r = 0.05); boys outperform girls in mathematical abilities (p = 0.001). No differences were found in adolescents with average IQ. Differences in IQ scores of boys and girls with high IQ were similar to the structure of the differences in their interests. We suggested an especially "sensitive" development abilities of teenagers with a high IQ to the structure of interest.

scholarly journals Sex Similarities and Differences in Intelligence in Children Aged Two to Eight: Analysis of SON-R 2–8 Scores

2019 ◽  
Vol 7 (2) ◽  
pp. 11 ◽  
Author(s):  
Dorota Buczyłowska ◽  
Pola Ronniger ◽  
Jessica Melzer ◽  
Franz Petermann
Keyword(s):  
Early Childhood ◽  
Sex Differences ◽  
The Netherlands ◽  
Cognitive Abilities ◽  
Representative Sample ◽  
Intelligence Test ◽  
Visuospatial Cognition ◽  
Iq Scores ◽  
Similarities And Differences ◽  
Development Levels

The aim of this study was to investigate sex similarities and differences in visuospatial and fluid abilities and IQ scores based on those abilities in children aged two to eight. Standardization data from the Snijders-Oomen Nonverbal Intelligence Test for Children aged 2–8 (SON-R 2–8) were used. A representative sample composed of 965 children from the Netherlands and 762 children from Germany was examined. Small but significant mean sex differences favoring girls were observed until age four. At ages six and seven, boys achieved similar cognitive development levels to girls regarding all abilities assessed and outperformed girls on the Mosaics subtest measuring visuospatial cognition. Boys also displayed higher variability rates in performance. The distribution of IQ scores, with the overrepresentation of girls scoring above mean and the overrepresentation of boys scoring below mean in early childhood, altered with age towards parity between the sexes. The results suggest that girls tend to mature earlier with respect to cognitive abilities. During the course of development, however, the differences between girls and boys may become negligible.

scholarly journals Autism Spectrum Disorders: Assessment of cognitive abilities using the non-verbal SON-R 6-40

2020 ◽  
Vol 36 ◽  
Author(s):  
Tatiana Pontrelli Mecca ◽  
Renata Manuelly Feitosa de Lima ◽  
Jacob Arie Laros ◽  
Elizeu Coutinho de Macedo ◽  
Rosane Lowenthal
Keyword(s):  
Symptom Severity ◽  
Cognitive Abilities ◽  
Cognitive Assessment ◽  
Autism Spectrum ◽  
Intelligence Test ◽  
Control Group ◽  
Large Variability ◽  
Iq Scores ◽  
Spectrum Disorders ◽  
And Performance

Abstract Cognition in individuals with Autism Spectrum Disorder (ASD) shows large variability. Nonverbal tests can be more suitable for cognitive assessment in this group. We investigated cognitive abilities in ASD using the SON-R 6-40 Nonverbal Intelligence Test. A total of 37 individuals with ASD (AG) aged 6-24 years participated. Cognitive assessment of the AG was done using the SON-R 6-40 and performance compared with the standardized sample which served as the control group (CG). Results showed lower subtest scores in the AG than in the CG. Approximately 84% of the AG had intellectual disability according to IQ scores. Individuals with preserved speech in the AG had higher IQ scores than patients without preserved speech. There was no relationship between intelligence and ASD symptom severity as reported by families.

scholarly journals Mitochondrial DNA Toxicity in Forebrain Neurons Causes Apoptosis, Neurodegeneration, and Impaired Behavior

2010 ◽  
Vol 30 (6) ◽  
pp. 1357-1367 ◽  
Author(s):  
Knut H. Lauritzen ◽  
Olve Moldestad ◽  
Lars Eide ◽  
Harald Carlsen ◽  
Gaute Nesse ◽  
...  
Keyword(s):  
Mitochondrial Dna ◽  
Mitochondrial Genome ◽  
Cognitive Abilities ◽  
Natural Aging ◽  
Base Substitution ◽  
Behavioral Alterations ◽  
Adult Mice ◽  
Progressive Loss ◽  
Forebrain Neurons ◽  
High Level

ABSTRACT Mitochondrial dysfunction underlying changes in neurodegenerative diseases is often associated with apoptosis and a progressive loss of neurons, and damage to the mitochondrial genome is proposed to be involved in such pathologies. In the present study we designed a mouse model that allows us to specifically induce mitochondrial DNA toxicity in the forebrain neurons of adult mice. This is achieved by CaMKIIα-regulated inducible expression of a mutated version of the mitochondrial UNG DNA repair enzyme (mutUNG1). This enzyme is capable of removing thymine from the mitochondrial genome. We demonstrate that a continual generation of apyrimidinic sites causes apoptosis and neuronal death. These defects are associated with behavioral alterations characterized by increased locomotor activity, impaired cognitive abilities, and lack of anxietylike responses. In summary, whereas mitochondrial base substitution and deletions previously have been shown to correlate with premature and natural aging, respectively, we show that a high level of apyrimidinic sites lead to mitochondrial DNA cytotoxicity, which causes apoptosis, followed by neurodegeneration.

A Role for the X Chromosome in Sex Differences in Variability in General Intelligence?

2009 ◽  
Vol 4 (6) ◽  
pp. 598-611 ◽  
Author(s):  
Wendy Johnson ◽  
Andrew Carothers ◽  
Ian J. Deary
Keyword(s):  
Sex Differences ◽  
Mental Retardation ◽  
X Chromosome ◽  
Cognitive Abilities ◽  
Population Distribution ◽  
Population Variation ◽  
General Intelligence ◽  
Substantial Evidence ◽  
Normal Distributions ◽  
Intellectual Abilities

There is substantial evidence that males are more variable than females in general intelligence. In recent years, researchers have presented this as a reason that, although there is little, if any, mean sex difference in general intelligence, males tend to be overrepresented at both ends of its overall distribution. Part of the explanation could be the presence of genes on the X chromosome related both to syndromal disorders involving mental retardation and to population variation in general intelligence occurring normally. Genes on the X chromosome appear overrepresented among genes with known involvement in mental retardation, which is consistent with a model we developed of the population distribution of general intelligence as a mixture of two normal distributions. Using this model, we explored the expected ratios of males to females at various points in the distribution and estimated the proportion of variance in general intelligence potentially due to genes on the X chromosome. These estimates provide clues to the extent to which biologically based sex differences could be manifested in the environment as sex differences in displayed intellectual abilities. We discuss these observations in the context of sex differences in specific cognitive abilities and evolutionary theories of sexual selection.

scholarly journals I am smart, therefore I can: examining the relationship between IQ and self-efficacy across cultures

2011 ◽  
Vol 23 (3) ◽  
Author(s):  
Diomaris E.S. Jurecska ◽  
Chloe E. Lee ◽  
Kelly B.T. Chang ◽  
Elizabeth Sequeira
Keyword(s):  
United States ◽  
Central America ◽  
Self Efficacy ◽  
School Administrators ◽  
The United States ◽  
Female Students ◽  
Intellectual Abilities ◽  
The Us ◽  
Iq Scores ◽  
The Relationship

Abstract The purpose of this article is to examine the relationship between intelligence (IQ) and self-efficacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age=11.57 years, SD=3.0 years) referred by school administrators and faculty. United States (US) participants (n=27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-efficacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-efficacy, although age was correlated with self-efficacy. Results suggest that the construct of self-efficacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might influence perceived ability even more than intellectual abilities.

scholarly journals PEMANFAATAN MEDIA SOFTWARE TRACKER UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI IMPULS DAN MOMENTUM DI SMKN 1 SOREANG

2017 ◽  
Vol 2 (1) ◽  
pp. 17-22
Author(s):  
Furi Chorina Agustin ◽  
Yudi Dirgantara ◽  
Ade Yeti Nuryantini
Keyword(s):  
Critical Thinking ◽  
Cognitive Abilities ◽  
Positive Impact ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Analysis Technique ◽  
Thinking Ability ◽  
High Level

This study originated from the lack of utilization of learning media during the learning process. Teaching methods used by teachers are less varied so that learners are only trained in cognitive abilities only while for high-level thinking skills such as critical thinking ability is still low. One alternative that can be done to improve the skills of critical thinking is to utilize the Software Tracker media. This study aims to determine the improvement of critical thinking skills of learners through the use of Software Tracker media on the material impulse and momentum. The research method used is Pre-Experiment with design One-Group Pretest-Posttest Design. The sample of this research using Purposive Sampling technique. The research instrument used in this research is the critical thinking skills of the students of impulse material and momentum to measure the critical thinking ability of learners. The data analysis technique uses normality test, and t test to normalized n-gain value from pretest and posttest value of learners using Microsoft Excel. The results showed that the critical thinking skills of learners increased after utilizing the Software Tracker media during learning. The result of this research is proved from the significant value of ttable test of 1.691 while t count is 24.53 which means H0 is rejected and Ha accepted. The results of this study indicate that the use of Software Tracker media on the material impulse and momentum have a positive impact on improving the critical thinking skills of learners.

scholarly journals STUDENTŲ KŪRYBIŠKUMO IR INTELEKTO GEBĖJIMŲ SĄSAJOS

Psichologija ◽  
2005 ◽  
Vol 32 ◽  
pp. 60-73 ◽  
Author(s):  
Daiva Karkockienė ◽  
Giedrë Butkienė
Keyword(s):  
Cognitive Abilities ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Verbal Ability ◽  
Weak Links ◽  
Creativity Training ◽  
Intellectual Abilities ◽  
Creative Abilities ◽  
The One ◽  
Experimental Group

Tyrimo objektas – studentų kūrybiškumo kognityvinių ir intelekto gebėjimų struktūrinių ypatumų santykis. E. P. Torrance’o testu (TCT verbalinės dalies A forma) ir R. Amthauerio IST-70 B forma ištirta 160 Vilniaus pedagoginio universiteto studentų. Koreliacine analize nustatytas statistiškai reikšmingas sąryšis tarp mąstymo lankstumo bei originalumo ir aukščiausio lygmens kalbinių intelekto gebėjimų, matuojamų BE subtestu, taip pat tarp mąstymo sklandumo, lankstumo bei originalumo ir sakinio papildymo (SP) bei žodžių išrinkimo (ŽI) subtestų įvertinimų. Statistiškai reikšmingos priklausomybės tarp kūrybiškumo kognityvinių gebėjimų pokyčio mokantis pagal specialią kūrybiškumo ugdymo programą ir intelekto struktūros profilio nerasta, tačiau ryški originalumo padidėjimo sąsaja su kalbinių intelekto gebėjimų (BE), konstrukcinio mąstymo (KU) subtestų įvertinimais ir originalumo bei sklandumo pokyčio sąsaja su loginio-algebrinio mąstymo (SE) subtesto įvertinimais.Pagrindiniai žodžiai: kūrybiškumas, divergentinis mąstymas, intelektiniai gebėjimai. SOME RELATIONSHIP BETWEEN STUDENTS’ CREATIVE AND INTELLECTUAL ABILITIESDaiva Karkockienė, Giedrė Butkienė SummaryThe aim of this study was to reveal some interactions between creative and intellectual abilities as well as interactions of creative abilities variation after training of creativity and intellectual abilities.Creativity in this study is understood in terms of cognitive abilities of creative thinking expressed by divergent thinking components as fluency, flexibility and originality (Guilford, 1950; Torrance, 1974; Sternberg and O’Hara, 1999). Divergent thinking is the one component of creative thought understood as the distinct capacity to generate multiple alternative solutions as opposed the one correct solution. Divergent thinking is assessed through open-ended tests such as consequences and alternative uses, where responses are scored for fluency (number of responses), flexibility (category shifts in responses) and originality (uniqueness of response).There were 160 students (mean age 23) from Vilnius Pedagogical University. E. P. Torrance test (verbal, form A, 1974) was used to identify cognitive abilities of creative thinking (fluency, flexibility and originality). R. Amthauer test (IST-70) was used to measure intellectual capabilities. The subjects were randomly assigned to two experimental (n = 80) and control groups (n = 80). The experimental group took part in creativity training program during four months (32 hours).The special program of creativity training was used once a week for four months (32 hours). The program was made-up for the developing cognitive abilities of creative thinking (fluency, flexibility and originality). Special methods (brain storming, ideas generation, drama, divergent tasks etc.) were used to develop students’ creative abilities. The experimental group took part in creativity training program.The study revealed the interactions between creative abilities evaluated by Torrance test (TTCT, verbal A form) and intellectual abilities evaluated by Amthauer IST. Weak interactions were revealed between flexibility and BE subtest of abstract verbal ability (r = 0,24, p < 0,01), as well as originality and BE subtest of abstract verbal ability (r = 0,22, p < 0,01). There are some weak links between all cognitive parameters of creativity (fluency, flexibility and originality) and the results of Sentence Supplement (SP) subtest (r = 0,17, p < 0,05) as well as between fluency, flexibility and ability to percept language meaning (ŽI) subtest (r = 0,18, p < 0,05; r = 0,16; p < 0,05). No such tendency was found between other creative and intellectual abilities.Though there were no significant interactions between increase of creative abilities and intellectual abilities, clear links were found between originality and abstract verbal ability (BE) and spatial imagination (KU) (r 0, BE = 0,41; r 0, KU = 0,38; r 0,05 = 0,53).Keywords: creativity, divergent thinking, intellectual abilities.

scholarly journals Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children

2011 ◽  
Vol 2011 ◽  
pp. 1-14 ◽  
Author(s):  
Laurence Vaivre-Douret
Keyword(s):  
Psychomotor Development ◽  
Gifted Children ◽  
Developmental Studies ◽  
Primary Schooling ◽  
Increased Risk ◽  
The Social ◽  
Intellectual Abilities ◽  
Development Data ◽  
High Level ◽  
The Brain

This study covers the interesting field of the development in gifted children which is often neglected in pediatrics because psychomotor development data are still rare, since “gifted” children are generally noticed towards the end of their primary schooling by IQ measurement. Developmental studies have shown the evidence from several fields that children identified as “high-level potentialities” or “intellectually gifted” develop sensory, locomotor, neuropsychological, and language skills earlier than typically expected. The hypothesis is offered that the earlier development originates from biological processes affecting the physical development of the brain and in turn even intellectual abilities are developed earlier, potentially allowing for advanced development. Further it is discussed how these developmental advances interact with the social environment and in certain circumstances may entail increased risk for developing socioemotional difficulties and learning disabilities that often go unaddressed due to the masking by the advance intellectual abilities.

MATHEMATICAL ABILITIES AMONG CLASS–III CHILDREN

2021 ◽  
pp. 48-50
Author(s):  
K.Narayana Reddy ◽  
J. Nagalaxmi
Keyword(s):  
School Children ◽  
Private School ◽  
Primary Schools ◽  
Andhra Pradesh ◽  
Class Iii ◽  
Government School ◽  
Mathematical Abilities ◽  
High Level ◽  
Made In

An attempt was made in the present investigation Mathematical Abilities among Class-III Students. OBJECTIVES: To study the differences between boys and girls on mathematical abilities of class –III students and to examine the differences between government and private school children on mathematical abilities of class-III students. SAMPLE: The sample of the study consists of 120class-III children were purposefully selected form primary schools of Rangareddy district of Andhra Pradesh. Tool: Mathematical abilities test was developed by the researcher. CONCLUSION: There is no signicant difference in their mathematical abilities including all areas. Private school children are high level of mathematical abilities in areas of subtraction, division, basic geometry than government school children. There is no signicant difference in their mathematical abilities in areas of addition and multiplication

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