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Tuesday, May 23, 2017

Effects of Abuse on Intelligence

The Effects of Abuse on Intelligence

There’s not a lot we can do about the intelligence we have inherited from our parents. It’s a part of nature that we are given the genes that will bring us musical talent or inability to focus our attention, high intelligence or severe dyslexia (or both), nearsightedness, separated ear lobes, or migraines. What happens after we are conceived can make a huge difference, however, starting with prenatal nutrition or exposures. Postnatal factors such as breastfeeding, environmental toxins, and abuse can significantly alter intelligence. In fact, 
Nearly all personality traits show that, contrary to expectations, environmental effects actually cause adoptive siblings raised in the same family to be as different as children raised in different families (1)

Any parent can tell you that his children are as different as night and day. What has recently come to light is the study of the effects of abuse. In one study,
Deficits in verbal declarative memory as measured by specific subtests of the WMS-R were found in women with abuse and PTSD relative to women with abuse without PTSD, and nonabused women without PTSD. These deficits were specific to verbal declarative memory. Findings were significant after controlling for years of education, history of alcohol abuse, and differences in IQ. Increased PTSD symptoms and increased severity of abuse correlated with deficits in verbal declarative memory as measured by the subtests of the WMS-R. (2)

Declarative memory is the ability to verbally recount events that have happened in the past.

Another study reports
Adolescents and young adults with a history of childhood maltreatment were 3 times more likely to become depressed or suicidal compared with individuals without such a history (p < .01). Adverse contextual factors, including family environment, parent and child characteristics, accounted for much of the increased risk for depressive disorders and suicide attempts in adolescence but not in adulthood (p < .01). The effects of childhood sexual abuse were largest and most independent of associated factors. Risk of repeated suicide attempts was 8 times greater for youths with a sexual abuse history (odds ratio = 8.40, p < .01). (3)
In Australia, 
The 298 adolescents (7.9 percent) who had been reported as victims of maltreatment scored the equivalent of approximately three IQ points lower than those who had not been maltreated, after accounting for a large range of socioeconomic and other factors. (4)

Children exposed to violence towards either themselves or their parent during the first two years of life were shown to have a seven-point difference in cognitive skills by age eight. The families involved were also low socio-economic status, so their home environment may have also played a role by lacking stimulation. The average impairment due to lead contamination is only six points. (5)

Studies of abuse have been developing for thirty years or more, but it is hard to pinpoint the damage that is done because it frequently occurs within settings composed of multiple damaging factors. In addition, the definition of abuse is very elusive. However, if you know of an incidence of abuse in a relative or friend, you have an obligation to that child to speak up. Speak to a counselor, get some help for the family if you can. The world will be better for it.







(1) Artmann, Robert. IQ Test. No supporting information. https://www.iq-tests.eu/iq-test-Environment-410.html, accessed 5/10/17, 5/23/17.

(2) J. Douglas Bremner, MD, Eric Vermetten, MD, Nadeem Afzal, MD, and Meena Vythilingam, MD. “Deficits in Verbal Declarative Memory Function in Women With Childhood Sexual Abuse-Related Posttraumatic Stress Disorder”. https://www.researchgate.net/profile/Eric_Vermetten/publication/8258620_Deficits_in_Verbal_Declarative_Memory_Function_in_Women_With_Childhood_Sexual_Abuse-Related_Posttraumatic_Stress_Disorder/links/0fcfd507333c273a1a000000.pdf

(3) BROWN, JOCELYN M.D., M.P.H.; COHEN, PATRICIA Ph.D.; JOHNSON, JEFFREY G. Ph.D.; SMAILES, ELIZABETH M. M.Phil. “Childhood Abuse and Neglect: Specificity of Effects on Adolescent and Young Adult Depression and Suicidality”. Copyright 1999 © American Academy of Child and Adolescent Psychiatry. http://www.facmed.unam.mx/cainm/publicaciones/biblio/23.html, accessed 5/23/17.

(4) Dr. Ryan Mills, Dr Strathearn or Penny Robinson. “Children who were abused or neglected have lower IQ in teens” University of Queens, UQ Communications. 22 December 2010. Accessed 5/23/17.

(5) Ehrman, Jan. “Experiencing, Observing Abuse Is Linked to Lower Childhood IQ,” NIH Record, Vol. LXIV, No. 13. June 22, 2012. https://nihrecord.nih.gov/newsletters/2012/06_22_2012/story4.htm. Accessed 5/23/17.




Friday, March 31, 2017

Intelligence Tests Controversy


With the advent of intelligence tests, scientists began to think that human ability could be measured accurately, The tests were used in schools to determine placement, as well as by the military. Achievement and aptitude tests were created to help quantify learning and steer people to their “calling.” In time, these same tests became a fertile ground for placing minority and low-income students in slower classes or even special education. The cultural nature of the tests was criticized and with good reason. I took the Chitling IQ Test in college, which is based on knowledge of items in black culture. I did not score well. A sample of it is here: http://wilderdom.com/personality/intelligenceChitlingTestShort.html . For those who don’t know, a chitterling is a pork intestine, used for meals in many minority homes. 

As children began to be pigeonholed by their scores, it began to dawn on schools that maybe they should test children in their home language. Hearing impaired children were tested by psychologists who specialized in hearing impairment. Non-verbal tests began to appear for language-impaired students. Other criticisms, as listed on Psychology Today’s article, were

        IQ tests have received much criticism over the years, some warranted and some just plain silly. Criticisms have ranged from the claim that IQ tests are unfair to those who are disadvantaged, to the claim that the test items have changed little over the years, to the charge that IQ tests minimize the importance of creativity, practical intelligence, character, virtue, and morality, to the claim that all IQ test makers and theorists believe that intelligence is an immutable property of the brain. (1)

I remember my son, knowing the answer to one question on the Peabody Picture Vocabulary Test because we lived on a farm and he had ridden on a tractor or combine. Combine was one of his first words. Children who grow up on language-poor or stimulation-poor environments will not have as much experience learning vocabulary as those whose homes are “wealthy” with healthy stimulation, including music, reading materials, and stimulating toys.

One person who has made a tremendous impression on me and my life is Linda Kreger Silverman. At the World Council for Gifted and Talented Children in 2013, she pointed out that before there were IQ tests, we didn’t know that women could be gifted. Her recommendations for the use of testing can be found on my web site, http://dwna.net/gifted/WCGTC2013day3.html 

Intelligence tests have undergone significant change since they were first instituted, but they can still be misused. Psychologists must establish rapport with the person they are testing, which can definitely be hard in the public school setting. Text anxiety or environmental factors can hurt a child’s score. Modern tests rely much less on one global standard score, but many parents have no idea what a series of scores means, even when explained by the tester. Such qualities as perseverance and creativity are not usually measured, although there are tests for creativity. Howard Gardner distinguished these types of intelligence; linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, existential naturalist, and intrapersonal.  Daniel Goleman  wrote about Emotional IQ. Kazimierz Dabrowski analyzed “overexciteabilities” in psychomotor, sensual, emotional, intellectual, and imaginational spheres.

Similarly, cognitive psychologist Robert Sternberg, PhD, has developed a triarchic ("three component") theory of intelligence that includes analytical, creative and practical intelligence.(2)

The best use standardize IQ tests occurs when they are not considered a single score that is unchanging. Although test makers spend a lot of time making sure the scores don’t swing widely, it is entirely possible that hard-working creative students can be successful regardless of most impairments. Keeping a healthy skepticism and an open mind will insure that anyone can go further than any score can indicate.



(1) Kaufman, Scott Barry, Intelligent Testing The evolving landscape of IQ testing,Posted Oct 25, 2009, https://www.psychologytoday.com/blog/beautiful-minds/200910/intelligent-testing, accessed 3/29/17.

(2) American Psychological Association, June 17, 2004, http://www.apa.org/research/action/intelligence-testing.aspx, accessed 3/31/17.

Friday, March 10, 2017

Introduction to Intelligence Test History

Google defines intelligence as “the ability to acquire and apply knowledge and skills,” and lists the “synonyms: intellectual capacity, mental capacity, intellect, mind, brain(s), IQ, brainpower, judgment, reasoning, understanding, comprehension.” Most of us have an idea of what intelligence is without necessarily being able to put it into words. I have chosen this topic because of my work in special education and gifted education. Watching my students learn in as many ways as there are students, I have found intelligence to be incredibly complex and the brain to be unbelievably malleable.

The assessment of intelligence began in 1904, with a test developed by Alfred Binet and Theodore Simon. They were asked to develop a measure that would separate mentally handicapped students from lazy students. (1) Four years later, a psychologist named Herbert Goddard visited Europe and learned about the new tests that had been developed to help students who were struggling in school. Within six years, the Binet-Simon test was used in schools, by doctors, in immigration and in the courts. His interest in the hereditary nature of intelligence led him into the dark “science” of eugenics as a member of the Ohio Committee on the Sterilization of the Feeble Minded. (2)

The scores produced by IQ tests are a quotient of the mental age divided by the chronological age of the individual being tested times a hundred. Hence a child functioning at the six-year level who is age five would have an IQ of 120. My understanding of the first IQ tests used in the United States was for the purposes of the draft.  According to Etienne Benson (3), “since the administration of the original Scholastic Aptitude Test (SAT)—adapted in 1926 from an intelligence test developed for the U.S. Army during World War I—it has spawned a variety of aptitude and achievement tests that shape the educational choices of millions of students each year.” The SAT test is often used in fifth or sixth grade to identify gifted students, who may score as well as a junior in high school.

During my history as a special ed teacher, intelligence tests came into use for providing services to students who did not learn well in the regular classroom. The initial assessment helped teachers to determine the best channel for reaching the student and to teach compensatory skills for the problem areas. At first, it was a blessing to be able to show that students could actually have a learning disability, that is, an area of difficulty in a specific task or skill. Unfortunately, these tests quickly became a way to pigeonhole students into a class with others who had learning difficulties, without necessarily providing appropriate instruction. Fortunately, the parents of disabled students work tirelessly to insist on the free and appropriate education their children need. The eighties saw an articulation of new assessment and methods that were beneficial to the students. This insistence on providing the best possible instruction for each child led to data collection in the nineties and the need to show progress on the goals determined for the year. Most schools no longer use just one test or one score. Next time I’ll take a look at the different kinds of tests that are available and why they are helpful.
  1. History of IQ Test, https://www.123test.com/history-of-IQ-test/ accessed on 3/10/17.
  2. Dr. Ludy T. Benjamin Jr., The birth of American intelligence testing, http://www.apa.org/monitor/2009/01/assessment.aspx, accessed on 3/10/17.
  3. Benson, Etienne, Intelligent intelligence testing, http://www.apa.org/monitor/feb03/intelligent.aspx, accessed on 3/10/17.

Friday, February 10, 2017

Intelligence

I found the most interesting article on prodigies this month, thanks to the Brain Cafe on Facebook. Here's the link: http://nautil.us/blog/the-link-between-complicated-pregnancies-and-child-prodigies
 The Link Between Complicated Pregnancies and Child Prodigies.
In these days of fake news, I think Nautilus stands as one source of information we can count on. In this article, the author is well-qualified to describe research about savants. Savants are people who have an incredible talent or skill beyond what is normally expected. This article give three examples: a child who begins playing cello at three and has composed five symphonies by age five, a man who sculpts wild animals out of clay or wax, and a man who sees in fractals (1). Each of these individuals shows an ability beyond that of the average person in a very specialized skill. Scientists have now linked that ability to a different formation of the left side of the brain.
Research has found that such exceptional talent is  tied to three things: memory, recognition of patterns and sequences, and attention to detail. (2)
Theorists believe that the left side of the brain is disrupted, causing compensatory skills to develop. These skills allow the individual to access areas of the brain that lead to faster processing, without executive functioning (3). Thus, even accidents which damage the brain can lead to surprising results. In addition, since the left side of the brain forms later in pregnancy, it is more prone to damage in difficult pregnancies. Prenatal problems occur at a much higher rate in prodigies and individuals with autism. Incidents that shock the mother and cause distress in the fetus may change the development. Yet these individuals can show a fine sensitivity to others.

Having worked with exceptional learners during my career, I am still surprised. One of my students, aged 5, loved to draw trains. He would draw the cars and put the numbers and writing on them. His parents later told me they were actual trains he had seen. Another preschool student who seemed to be lost in sensory-stimulating activities suddenly reached over and pulled a single strand of blonde hair from my shoulder. In high school, my students with autism learned to read by memorizing words. Another learned to alter the program on his iPad to say, "I love Scooby-Doo." I sincerely hope we are on the cusp of a new stage of learning about the brain, so that all children will be happy, self-supporting and able to achieve their dreams.

(1) a curve or geometric figure, each part of which has the same statistical character as the whole. Fractals are useful in modeling structures (such as eroded coastlines or snowflakes) in which similar patterns recur at progressively smaller scales, and in describing partly random or chaotic phenomena such as crystal growth, fluid turbulence, and galaxy formation. Googe definition.
(2) Jawer, Michael, Nautilis, Jan. 11, 2017, Issue 44, Luckhttp://nautil.us/blog/the-link-between-complicated-pregnancies-and-child-prodigies
(3)Living With Geniuses,  https://lwallin.wordpress.com/