Intellectual Development Disorder (Final) Flashcards
(43 cards)
Measuring Intelligence and IQ
In the early 20th century in the West, IQ testing was seen by eugenicists as a way to identify people who they thought should not be allowed to have children. Subsequent development of IQ tests was racist, testing cultural based knowledge and test-taking proficiency. During this time, people identified as having lower intellectual functioning were put in institutions and sterilized without consent.
What is intelligence? Cognitive abilities vs Intelligence
Cognitive abilities: Are a set of mental processes which improve and degrade over the course of the lifespan. Intelligence: Refers to a measured quantity which summarizes a person’s ability to apply knowledge and skills.
The Psychometric Approach to Intelligence (Crystallized vs Fluid Intelligence)
Spawned the development of standardized tests of intelligence. Contrasted crystallized vs. fluid intelligence. Crystallized: Your use of knowledge that you might acquire through things like school, parents, and other life experiences. How many facts do you know? Fluid intelligence: Ability to use your mind to solve novel problems, often associated with raw processing power. Crystallized intelligence continues to increase into old age, whereas fluid intelligence peaks around young adulthood and beings to increase around middle age.
The Psychometric Approach: Mental Age
Level of age-graded problems that the person is able to solve.
The Psychometric Approach: Hierarchical views of intelligence
General ability (variance in g): Unmeasured characteristics. Everyone has a g, but can’t really measure it. So we try to approximate.
Broad abilities (cognitive domain variance): We have different cognitive domains. E.g. Domain 1 = crystallized intelligence. Domain 2 = fluid intelligence. etc. In this case, crystallized and fluid intelligence make up your general intelligence.
Specific abilities (specific test and error variance): Probably don’t have a direct or overall test of fluid or crystallization intelligence either, so we create specific tests / indicators that tell us something about them.
The arrows go top (g) to down (specific abilities) because the actual reason we perform well on certain tasks is due to our underlying intelligence.
The Psychometric Approach: Binet’s test
Stanford-Binet intelligence scale. Gives you an overall IQ score. Score on tasks feed into score on a bunch of domains, which gives you a single IQ score.
The Psychometric Approach: Wechsler Scales (IQ)
Different tests based on the age bracket of the person.
Hierarchical view of Intelligence - reflected in Wechsler Intelligence Scales for Children (WISC)
Primary Index Scales:
1. Verbal Comprehension (Similarities, Vocabulary)
2. Visual Spatial (Block Design, Visual Puzzles)
3. Fluid Reasoning (Matrix Reasoning, Figure Weights)
4. Working Memory (Digit Span, Picture Span)
5. Processing Speed (Coding, Symbol Search).
Each name in brackets is a specific task that feeds into our five primary index scales, which feed into our g or our calculation of an IQ score. If you have specific concerns about a particular area of an intellectual functioning, you might chose to give more tests in that area.
The Psychometric Approach: Test norms
Standards of normal performance expressed as average scores and the range of scores. Based on the performance of a large, representative sample.
The Stability of IQ Scores during Childhood
Strong relationship between early and later IQ starting at age 4. But individuals might show ups and downs. Closer administration times are more highly correlated. As a child gets older, their correlation between their assessments gets stronger.
Reasons Behind Racial-ethnic Disparities
Most studies find racial and ethnic differences in IQ scores. Why? Bias in the test. NOT due to genetic differences between groups - race is socially constructed not genetic. Environmental differences among groups. Stereotype threat.
Factors Accounting for Racial Differences: Differences in environment
When you account for things like family income home environment and other things associated withe env-low SES differences, Black White disparities in IQ go down to ~9 point differences. Differences still persist that may be due to other factors.
Gardner’s Theory of Multiple Intelligences
Gardner rejects IQ score as a measure of human intelligence. He argues for 8 different dimensions of intelligence (multiple intelligences). Not hierarchical. Key thing: He asks how are you smart (in what domains are you smart).
Sternberg’s Triarchic Theory of Intelligence
- Practical Intelligence (street smarts)
- Creative Intelligence (novel problems)
- Analytic Intelligence (selecting mental processes that will lead to success).
All add up to your overall intelligence. Successful intelligence idea came after triarchic theory. Under Sternberg’s theory, successful intelligence allows one to: Establish and achieve reasonable goals, optimize your strengths and minimize weaknesses
Under Sternberg’s theory, successful intelligence allows one to:
- Establish and achieve reasonable goals.
- Optimize your strengths and minimize weaknesses.
- Adapt to the environment.
- Use all three components of intelligence.
DSM-5 - Measuring Intelligence and IQ
In DSM-5, Intellectual Developmental Disorder is defined by adaptive functioning, rather than strictly by intellectual functioning and IQ. This is a change form DSM-IV. One reason they moved away from a stricter reliance on Iq is the Flynn Effect. When considering treatment, focus is on integration and building strengths and independence.
DSM-5: Measuring Intelligence and IQ - The Flynn Effect
A phenomenon where IQ scores have risen about 3 points per decade. So the test makers re balance the IQ test every decade to keep the mean IQ at 100 SD. This might lead to some people scoring lower then they would otherwise for a little bit.
Core Features of Intellectual Developmental Disorder: DSM-5-TR
Independence and autonomy can look very different in different places. You need all 3 criteria of deficits in intellectual functioning.
1. Deficits in intellectual functioning including reasoning, problem solving, planning, abstract thinking, judgment as confirmed by both clinical assessment and individualized, standardized intelligence testing.
2. Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility; functioning is limited in one or more activities of daily life across multiple environments.
3. Onset during developmental period.
Level of Severity Based on Adaptive Functioning: Mild
Applies to about 85%. Typically not identified until elementary school years. Low SES is a risk factor. Differential access to resources may result in not stimulating cognitive development as much as people with greater access to resources (the more impoverished you are the more likely you are to have mild IDD).
Level of Severity Based on Adaptive Functioning: Moderate
Applies to about 10%. Get identified earlier because impairments are easier to see and more serious in nature (preschool years). More profound intellectual difficulties. More trouble with receptive language and expressing yourself. Adults with IDD would be functioning around the primary school level (big difference from mild to moderate). Applies to many people with Down syndrome.
Level of Severity Based on Adaptive Functioning: Severe
Apples to about 3%-4%. Often associated with clear organic cause (something that can be identified even as early as during pregnancy). Often needed supervision at all times. Need a lot of support in activities in daily living / practical skills. Usually identified at very young age.
Level of Severity Based on Adaptive Functioning: Profound
Apple to about 1%-2%. Very limited conceptual skills, language, understanding of non-verbal communication. Dependent on others for almost all aspects of their care. Usually identified in infancy. Almost always associated with clear organic cure and often co-occurs with severe medical conditions.
Domains of Adaptive Functioning
Conceptual Skills: Receptive and expressive language, reading and writing, money concepts, self-directions.
Social skills: Interpersonal, responsibility, self-esteem, gullibility, follows rules…etc.
Practical skills: Personal activities of daily living such as eating, dressing, mobility, and toileting. Instrumental activities of daily living such as preparing meals, taking medication, using the telephone, managing money…etc.
Prevalence of IDD overall
Community prevalence estimates range from 1%-3%. Cultural and contextual differences: More prevalent in lower SES groups. Differences any apparent for mild ID. Gender differences: Slightly more males than females (mainly for mild ID).
