EXTREMES

OF
INTELLIGEN
CE
The results of studies assessing the measurement of intelligence show that IQ is distributed in
the population in the form of a bell curve, also known as a normal distribution. As can be seen in
Figure, the average IQ score is 100, and fewer scores are very high or very low.

AT THE UPPER END ARE THE “INTELLUCTUALLY GIFTED“ ; AT THE LOWER END ARE THOSE
LABELED “MENTALLY RETARDED" OR “COGNITIVELY DISABLED."
 THE INTELLUCTUALLY
GIFTED
 At the top end of the intelligence bell curve are the intellectually gifted,
whose IQs are usually 130 or higher.
 As we might expect from the theories of multiple intelligences, many are
enormously talented in one area of mental competence but quite average
in other domains,
 Even with IQs over 150, large discrepancies are often found between
verbal and spatial-mathematical skills. Thus a mathematical prodigy who
figures out rules of algebra on his own may have relatively unexceptional
verbal skills.
 The earliest scientific studies of giftedness were Sir Francis Galton's
retrospective investigation of the families of eminent people, and Terman's
35-year longitudinal study of gifted child. Galton found that eminence ran in
families and concluded that giftedness was predominantly hereditary.
 Whether giftedness is innate or environmental continues to be a controversial
issue. Some argue that the talents of gifted children are the product of
intensive deliberate practice, while others argue that such talents are innate.
 Available evidence suggests that gifted children show outstanding innate
talent before practice, but then are motivated to practice a great deal to
master their talent and so environmental factors also contribute to the
growth of their giftedness.
I've heard that geniuses are sometimes a little "nutty" and odd.
Are geniuses, especially the really high-IQ ones, "not playing
with a full deck," as the saying goes?
People have long held many false beliefs about people who are very,
very intelligent. One common phrase around the twentieth century
was "early ripe, early rot," which meant that people expected
young geniuses to lose their genius early in life. Other beliefs were
that gifted people are weird and socially awkward, physically weak,
and more likely to suffer from mental illnesses. From these beliefs
comes the "mad scientist" of the cinema and the "evil geniuses" of
literature.
These beliefs were shattered by a groundbreaking study that was
initiated in 1921 by Lewis M. Terman
These beliefs were shattered by a groundbreaking study that was initiated in
1921 by Lewis M. Terman, the same individual responsible for the
development of the Stanford-Binet.
 Terman selected 1,528 children to participate in a longitudinal study. These
children, 857 boys and 671 girls, had IQs (as measured by the Stanford-
Binet) ranging from 130 to 200. The early findings of this major study
demonstrated that the gifted were socially well adjusted and often skilled
leaders. They excelled in school and had overall good health, putting an
end to the myth of the weakling genius.
Only a small percentage of gifted children attain true eminence in later life. Joseph Renzulli
(2002) studied this rare group and concluded that their success is a product of 3 interacting
factors :

Ability to engage in
creative problem
solving

Motivation and Highly developed

Dedication mental abilities

 Many eminent figures, including Sigmund Freud and Charles Darwin, showed no signs of
being exceptionally gifted as children, but their motivation and dedication helped them
achieve greatness in their respective fields.
 GIFTED PROGRAMS
Intellectually gifted children often need special education opportunities, They usually
learn faster than their peers, and work more independently. Since they are usually quite
smart, they may become bored in a normal classroom setting. This can sometimes lead to
behavioral problems or lack of motivation. Schools face the challenge of working with
gifted students to keep them challenged and engaged.
Gifted programs vary widely in what they offer, but some involve activities like field
trips, talks from scholars, or cultural experiences, like visits to museums. These
enrichment activities would benefit all children, and not just the gifted.

Marilyn vos savant

she was listed as having the highest IQ
in the Guinness book of records
 INTELLUCTUAL DISABILITY
 An intellectual disability is a significant limitation in an individual's cognitive functioning
and daily adaptive behaviours. Disabilities can present itself as limited language, impaired
speech, or difficulty performing academically.
 For generations, intellectual disabilities were poorly understood, making diagnosis and
treatment difficult; until the 2013 release of the DSM-5 (the currently accepted resource
for the diagnosis of mental illness)
 Individuals are diagnosed with an intellectual disability if their score falls below 70 on a
measure of intelligence such as the IQ test, which has a mean score of 100.
 An individual must also exhibit deficits in adaptive functioning; have impairments in at
least two areas of functioning, such as self-care, social skills, or living skills; and
experience the onset of symptoms before the age of 18 in order to be diagnosed as
having an intellectual disability.
MILD MODERATE

CATEGORIES OF
MENTAL
RETARDATION

SEVERE
PROFOUND
INTELLUCTUAL DISABILITIES ARE
CATEGORIZED BY THEIR SEVERITY :
 Mild: Approximately 85% of individuals with an intellectual disability fit into this category. These individuals
are often able to acquire sixth-grade level academic skills. They frequently have the skills necessary to live freely
and work, but may require support if under unusual stress.
  Moderate: About 10% of people with intellectual disabilities fit into this category. Social skills and vocational
training are beneficial to these people. They can often learn to travel from place to place on their own and work
in an unskilled job under supervision.
 Severe: Only 3%-4% of individuals fit in this category. They may be able to do some work with supervision and
live in a group home or with their family.
 Profound: Approximately 1% are in this category. These individuals have fundamental mental impairments and
require specialised care, which includes a structured environment with one-to-one supervision by a caregiver.
ADAPTIVE CAPABILITIES OF COGNITIVELY
CHALLENGED PEOPLE OVER THE LIFE SPAN
 A number of studies have been carried out in an effort to identify ways in which
retarded people are, and are not, different from nonretarded people,
 Results of studies focused mainly on cultural-familial retarded persons have
suggested that while these persons are developing intellectually, they pass through
the major stages of cognitive development as described by Piaget, in almost the
same way as the non retarded population; the only major differences seem to be that
retarded people pass through the stages at a slower pace and stop developing
cognitively at a lower stage level than do most of us.
 For example, a retarded child with an IQ of 67 might pass through cognitive
developmental stages only about two-thirds as fast as a nonretarded child of average
IQ; and the retarded person might never advance beyond about the midpoint of the
concrete-operations stage. On the other hand, retarded children at any particular MA
level can apparently perform about as well on cognitive tasks as nonretarded
children of the same MA. Williams Syndrome :
Low IQ Paired with
exceptional musical talent
CAUSES OF INTELLECTUAL DISABILITY

ENVIRONMENTAL NO
FACTORS APPARENT
CAUSE

GENETIC BIOLOGICAL
CONDITIONS FACTORS
 EDUCATION AND TREATMENT
Unfortunately, though, once serious retardation has been identified, there is usually no
way to undo it.
However, special training can sometimes produce modest changes in IQ and adaptive
behavior. Training can also enhance the retarded person's all-important social skills.
In the case of Congenital iodine deficiency syndrome, a once-mysterious disorder that
leads to retardation and characteristic physical symptoms, thyroid deficiency was found
to be the cause. The discovery made this particular form of mental retardation treatable
with thyroid extract.
The efforts to prevent retardation in the cultural-familial group have been only
A friendly style and an
moderately effective. The most effective strategies for this group appear to involve
endearing smile can be
social interventions that improve the standard of living, educational climate, and
major assets for a Down
coping ability of at-risk families. syndrome child.