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Background Maternal perinatal depression has been shown to have long lasting effects on children's development. Studies have described the relationship of perinatal depression on children's cognition, especially negative effects on intelligence quotient (IQ). However, a recent examination of the current studies to discern the patterns and strength of associations between perinatal depression and child IQ is not available. Objective The purpose of this systematic review is to discern the effects of perinatal depression, prenatally and within the first 12 months of the postpartum period, on the IQ of the child aged 0-18 years old. Methods We searched the electronic databases: PubMed and CINAHL. We identified 1633 studies, and included 17 studies in the final review based on pre-determined criteria. After the data was extracted, we assessed the strength of the study using the national heart, lung, and blood institute quality assessment tool for observational cohort and cross-sectional studies. This systematic review had a total sample of 10,757 participants. Results Across the studies, we identified a relationship between limited maternal responsiveness due to postpartum depression and a decrease in full IQ scores in younger children. Male children were found to be more sensitive to the postpartum depression, resulting in a decrease in IQs, in comparison to female children. Conclusions Policies should be implemented to identify women suffering from perinatal depression to mitigate the effects of the disorder for both the mother and her child., Author(s): Hannah Baird [sup.1] , Rebeca Alvarado Harris [sup.1] , Hudson P. Jr. Santos [sup.2] Author Affiliations: (1) grid.10698.36, 0000000122483208, School of Nursing, University of North Carolina at Chapel Hill, [...]

The aim of the current research is to analyse the relationship between the socioeconomic status (SES) of parents and intellectual abilities (IQ) of preschool children of Serbian territory, and in particular how SES factors relate to preschool children's IQ measured with Raven's Coloured Progressive Matrices (CPM), in the different age groups. The research included 430 parents and 430 preschool children. A confirmatory factor analysis of the SES questionnaire revealed five factors: educational and professional status of father and mother, residential and educational status of the family, sport status of parents and comfort of family housing. No gender differences in IQ levels were found in children. Multiple linear regression at four age groups showed that the educational status of the parents and residential and educational status of the family was positively correlated with the IQ at the older groups of preschool children. Two groups of children with the lowest and highest Raven's CPM scores (1st and 4th quartiles) were used in the Logistic Regression, which determined the significant predictive value of SES factor in children with low Raven's CPM scores. The results of the current research are in line with other studies on the topic, emphasizing the critical role of social environment for cognitive abilities of children., Author(s): Ivana Milovanovic [sup.1] , Ambra Gentile [sup.2] , Milica Popovic-Stijacic [sup.3] , Zeljko Krneta [sup.4] Author Affiliations: (1) grid.10822.39, 0000 0001 2149 743X, Faculty of Sport and Physical Education, [...]

Intelligence quotient (IQ), has been found to relate to the presence of internalising symptoms in autism spectrum disorder (ASD). This meta-analysis sought to clarify the direction of the relationship between IQ and two prevalent internalising symptoms, anxiety and depression, in adolescents with ASD. Secondly, this study aimed to highlight methodological factors contributing to inconsistent findings in existing research. Self-reported anxiety was found to be significantly higher in youth with a lower IQ, while depression was positively associated with IQ. Consequently, parents, schools and clinicians should be cautious of underestimating anxiety in youth with a lower IQ. However, care should also be taken to ensure adolescents with ASD without intellectual disabilities are not overlooked with regards to social and emotional support., Author(s): Monisha Edirisooriya [sup.1] [sup.2] , Dominika Dykiert [sup.3] [sup.4] , Bonnie Auyeung [sup.5] [sup.6] Author Affiliations: (1) grid.4305.2, 0000 0004 1936 7988, University of Edinburgh, School of Philosophy, Psychology [...]

The influence of cognitive abilities and age on multitrial word recall performance was examined for different list segments (i.e., first, middle, and last) and across trials by having 2,497 participants ages 18-98 complete a multitrial word list test along with reference cognitive ability tests. As expected, higher episodic memory ability was associated with better recall on all list segments but with a smaller influence for the last items on the early trials. Performance improved across trials, but there were no relations of the fluid intelligence construct that might be postulated to be associated with effective strategy implementation with any of the recall measures. Advanced age was associated with lower levels of performance, but very few of the age relations were significant after the variation in the reference cognitive abilities was controlled for., The serial position effect, characterized by greater recall from the first and last portions of a list than from the middle portions, is well established in word list learning tasks [...]

Relations between average temperature of each of the 48 contiguous states and estimates of state IQ were inspected. Additional state variables were controlled in the correlational analyses, namely gross state product, percent Hispanic, Black, and Asian in the state population, and the pupil-to-teacher ratio for each state. A significant correlation between average temperature and state IQ was found (r = -.70, p < .001). Possible explanations are discussed. DOI 10.2466/04.17.PR0.107.4.251-254

A study was conducted to investigate the structure of self-estimates of intelligence (SEI) across 12 countries. Participants rated themselves on general and specific abilities from Gardner's multiple intelligences, Sternberg's triarchic theory of intelligence, and Goleman's emotional intelligence. The mean differences in general SEI are also discussed.

Any general statement as to whether the secular trend of a society is eugenic or dysgenic depends upon a reliable calibration of the measurement of general intelligence. Richard Lynn set the mean IQ of the United Kingdom at 100 with a standard deviation of 15, and he calculated the mean IQs of other countries in relation to this 'Greenwich IQ'. But because the UK test scores are declining, the present paper recalibrates the mean IQ 100 to the average of seven countries having a historical mean IQ of 100. By comparing Lynn-Vanhanen-IQ with PISA scores and educational attainment of native and foreign born populations transformed into IQ, we confirmed brain gain and brain drain in a number of nations during recent decades. Furthermore, the growth of gross domestic product per capita can be derived as a linear function of the percentage of people with an IQ above 105 and its underlying frequency of a hypothetical major gene of intelligence. Key Words: General intelligence; PISA; GDP; Dysgenics; Smart fraction theory; Immigration.

We examined the relationship of gender and different forms of abuse experience on internalizing symptoms, externalizing symptoms, and IQ in a sample of 397 youngsters who were admitted to a residential treatment program. Three types of abuse experience were examined in this study: sexual abuse only, physical abuse only, and both sexual and physical abuse. Results indicate that girls exhibited higher levels of internalizing and externalizing symptoms even though abuse experience was accounted for in the analyses. Moreover, youngsters who had experienced sexual abuse (but not physical abuse) exhibited higher levels of internalizing and externalizing symptoms than youngsters who had not been abused. Implications for developing individualized interventions based on gender and abuse experience in residential treatment programs is discussed. Keywords Residential treatment * Gender differences * Aggression * Sexual abuse * Physical abuse

Epidemiologists contend that income inequality reduces the health and life expectancy of the whole population, but this argument does not make sense within its own evolutionary framework. Recent evolutionary psychological theory suggests that the human brain, adapted to the ancestral environment, has difficulty comprehending and dealing with entities and situations that did not exist in the ancestral environment, and that general intelligence evolved as a domain-specific adaptation to solve evolutionarily novel problems. Since most dangers to health in the contemporary society are evolutionarily novel, it follows that more intelligent individuals are better able to recognize and deal with such dangers and live longer. Consistent with the theory, and replicating an earlier study of cross-national data, income inequality has no effect on the health and longevity of the population across the American states, when the racial composition (percent black) is controlled, but the average intelligence of the population (state IQ) has a significant effect. The data presented here and in the earlier study challenge the conclusion that income inequality reduces the health of the population.

Although the association between giftedness and genius has been the subject of several retrospective, longitudinal, and historiometric studies, this research concentrated on majority-culture samples. In the current study, Cox's (1926) findings regarding 301 geniuses were replicated on a sample of 291 eminent African Americans. Relative genius was measured by two archival eminence measures (majority White and minority Black culture) and by scores on the Creative Achievement Scale (Ludwig, 1992). Giftedness was assessed by raters blind to the identity of the individuals being evaluated. Control variables were defined for gender, year of birth, status as a living contemporary, and 18 domains of achievement. Multiple regression analyses indicated that adulthood eminence and creative achievement are positively correlated with early giftedness, with an effect size comparable to that found in the Cox study. Furthermore, this association was not moderated by gender, birth year, or most of the remaining variables. Putting Research to Use: The study provides support for a basic tenet of most gifted and talented programs, namely, that exceptional giftedness in childhood and adolescence is associated with adulthood achievements. Accordingly, education programs designed for these select populations can be legitimately viewed as an investment in the nation's future. The young talents of today are indeed likely to become the high achievers of tomorrow. Furthermore, this developmental continuity is found not just for youths who come from majority-culture backgrounds; the same forecast holds for those who come from minority-culture environments--African Americans in the case of the present study. Moreover, the degree to which childhood giftedness predicts adulthood success is the same for both majority and minority cultures. The longitudinal correspondence also stays the same for both males and females and for the diverse domains of achievement, whether creativity, leadership, entertainment, or sports. However, the long-term connection between early gifts and later achievements presumes a distinct manner of identifying and assessing giftedness. In particular, giftedness must not be evaluated according to a 'one-size-fits-all' procedure. On the contrary, the magnitude of giftedness should be assessed according to the occurrence of precocious behaviors that are to a certain extent specific to a given culture and achievement domain. It is for this reason that the 291 African Americans in this study could attain distinction in a remarkable diversity of domains, including domains more characteristic of the minority culture--from gospel and soul musicians to civil rights activists and Black nationalists. This heterogeneity stands in stark contrast to what would have happened if giftedness had been defined in terms of performance on a standard intelligence test. Keywords: minority giftedness; genius; eminence; Creative Achievement Scale; African Americans

Since the emergence of twin studies in the 1920s, time and again the question of possible twin-singleton differences in intelligence has been posed. This study addressed the issue through a meta-analysis of published studies on this theme. Twins on the average seem to have lower IQs than singletons. The best estimate for this group difference is 4.2 IQ points (less than one-third of a standard deviation), with a great divide between study outcomes of less vs more recent birth cohorts (5.1 vs 0.5 IQ points, respectively). The evidence is based on studies from six countries (including population-based ones of entire birth cohorts), a massive database (comparisons of more than 30,000 twins with nearly 1.6 million singletons), a variety of intelligence tests, and birth cohorts spanning most of the 20th century, but, for the most part, on an age range limited to children and adolescents. The effect shows considerable between-study heterogeneity but appears robust (fail-safe N calculations), not due to influential individual studies (sensitivity analysis) or publication bias, was present since the very first published studies (cumulative meta-analysis), and appears generalizable across sex, zygosity, and other intelligence domains beyond the verbal. There are insufficient data as to whether the effect persists over the lifespan, exists as well within families, or has ceased in recent birth cohorts of highly developed countries (Denmark and The Netherlands). Likely causes of the effect appear to be prenatal and perinatal factors (reduced fetal growth and shorter gestation for twins).

This study integrates, refines, and updates previous findings pertaining to positive ecologic (population-level) associations between intelligence and suicide prevalence across nations by using corrected and revised national IQ estimates and, further, a quality-of-human-conditions index, both recently published by Lynn and Vanhanen. Across a global 85-nation sample of sex-specific total suicide rates and a Eurasian 48-nation sample of sex-specific elderly suicide rates, these were positively associated with updated national IQ estimates. The associations were stronger for the general population than for elderly persons, independent of the quality of human conditions, and notedly stronger in exponential fitting of suicide rates with national IQ than in linear fitting, thereby indicating that shifts or differences in national IQ correspond to proportional, not absolute, changes in suicide rates. Implications of these findings and the question of generalizability of such associations to the individual level are discussed.

The validity of traditional intelligence tests for cultural groups that differ from those for whom the tests were normed has come under scrutiny. This is particularly the case for the previously disadvantaged black majority in South Africa. The Kaufman Assessment Battery for Children (K-ABC) is reportedly a relatively nondiscriminatory test of intellectual functioning. This study compared the performance of 21 black and 35 white third-grade South African children on the K-ABC and the Wechsler Intelligence Scale-Revised (WISC-R) at two schools for children with learning problems. While the WISC-R Verbal and Full Scale IQ of black children were significantly lower than that of whites, there was no significant difference between these groups on the K-ABC. Teachers' ratings for white and black pupils were acceptably concordant with students' performance on the K-ABC but not on the WISC-R. Support is provided for the usefulness of the K-ABC as a relatively nondiscriminatory alternative to the WISC-R for South African children.

The trend in average educational achievement in the US has not been greatly affected by the higher fertility rates among poorly educated women, with the effect of differential fertility virtually offset by the high rates of intergenerational educational mobility. Educational inequality between blacks and whites has not been greatly impacted by the historically higher fertility rates for black women than white women. A negative correlation between fertility and education in only demonstrated by white women. A population growth model was developing using data on black and white women from 1925 to 1995.

Normal older participants (aged 60-79 years), with known scores on the Culture Fair Intelligence Test, were tested on 4 timing tasks (i.e., temporal generalization, bisection, differential threshold, and interval production). The data were related to the theoretical framework of scalar timing theory and ideas about information processing and aging. In general, increasing age and decreasing IQ tended to be associated with increasing variability of judgments of duration, although in all groups events could be timed on average accurately. In some cases (e.g., bisection), performance differences between the older participants and students nearly 50 years younger used in other studies were negligible.

In a stratified random sample (N = 2926) used for the standardisation of AH4 by Heim for the age range from 13 to 18 years in Greece, the difference in IQ between urban and rural children was examined. The differences between urban and rural residence and IQ were significant at all ages except the 15-yr. group; but the latter account for a small percentage (1%) of variability. IQs of both rural and urban boys are higher than those of girls, on the average.

This article addresses the ways in which the subject of 'race' is discussed in psychology and the issues this raises for teaching. It argues that psychological work provides contrary possibilities, On the one hand, it helps to reproduce negative racialized constructions of those constructed as Other (particularly black people). On the other, it allows challenges to such constructions. For example, the 'race' and IQ controversy, and the periodic recurrence of racialized hereditarianism, place teachers and students within narratives that both assert and rebut biological racism. The social psychology of prejudice and discrimination at times reifies culturally constructed racial difference and tacitly justifies subtle, cultural or 'new' forms of racism, while analyses of racist discourses demystify practices of (de)racialization. Aspects of wider social and institutional context, and different teacher and student positionings in the classroom, create fractures and ambiguities that further complicate the process of teaching the subject of 'race'. Keywords: Psychology; IQ; prejudice; racism; discourse; positionings; situated knowledges.

Brain size and nonverbal perceptual-motor abilities decline between 16 to 65 years of age. Univariate regression analysis suggest a relationship between age-related brain atrophy and the decline of intellectual functions. This decline occurs at a similar rate for both. Cross-sectional brain volume changes are determined through magnetic resonance imaging, and IQ is measured through Wechsler's Adult Intelligence Scale-Revised.

African American children have intelligent quotients (IQs) which are one standard deviation lower than the European American children. The fourth edition of the Stanford-Binet intelligence scale was used to evaluate three-year-old, middle class children. The degree of disparity is greater for tests with larger loadings on the first principal factor, validating Spearman's hypothesis. These differences are attributed to environmental factors that lead to unequal exposure to information sampling.

American children today are growing up in a society characterized by increasing racial, ethnic, and cultural diversity. Consequently, proponents of multicultural education call for schools that practice appreciation of cultural [...]

J.P. Braden and A.R. Jensen's study on deaf children's IQ and Spearman's hypothesis found that mean black-white differences on IQ subtests and subtests' g loadings are positively correlated, while mean hearing-deaf differences and subtest g loadings are negatively correlated. The data from deaf children used in these studies, however, are flawed and therefore cannot be used to make conclusions. Similarly, these data cannot be used to support their conclusion that differences between blacks and whites are not the results of environmental deprivation. Deaf children should be classified into two populations with respect to linguistic experience.

Current research reveals a significant decrease in sex differences among adolescents. Psychological literature and statistical analyses show that males are generally better than females at mechanical reasoning, mental rotations and general knowledge, while females are better at language usage and perception. Both sexes perform equally well in general verbal ability, arithmetic, abstract reasoning, spatial visualization and memory retention tests. These findings suggest that sex differences may lie in variability, which is not only an innate difference, as past research has suggested, but may be caused by cultural differences as well.

150 young bankers estimated their IQ (Academic/Cognitive Intelligence) and EQ (Emotional Intelligence) before taking an IQ test. Pearson correlations were r = .40 and .41 between IQ test (Wonderlic Personnel Test) scores (M = 32.8) and IQ estimates (M = 27.9) and EQ estimates, respectively. Women's mean self-estimated IQ was significantly lower than men's. DOI 10.2466/PR0.105.F.1092-1094

The question of whether fluid intelligence can be differentiated from general intelligence in older adults is addressed. Data indicate that the developmental pattern of performance on fluid tasks differs from the pattern of general intelligence. These results suggest that it is important to identify changes in fluid cognitive functions associated with frontal lobe decline, as they may be early indicators of cognitive decline.

This replies to Tucker's 'Correcting the Corrections' in which he criticizes three early IQ researchers as being anti-Semitic but does not cite any relevant evidence. A full list of grants made by The Pioneer Fund prior to 1971 is provided at Tucker's request.

Studies have highlighted a significant relationship between season of birth and academic ability at secondary school, with trends such as absenteeisn and behavioural problems also found to be birth date-related. A survey of year 10 and 11 maths and science students showed that the top bands were dominated by pupils born in autumn, with students born in summer having an apparent disadvantage. Student performance has been emphasised in the recent publication of school league tables, although birth-date factors are not taken into consideration.