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Substance Abuse during Pregnancy
Published in “Bert” Bertis Britt Little, Drugs and Pregnancy, 2022
Non-medicinal use of pentazocine during pregnancy in 39 infants whose mothers used the drug showed: 21 percent were premature, 31 percent growth retarded, 11 percent (four children) had major congenital anomalies, and withdrawal symptoms were seen in 28 percent (DeBooy et al., 1993). Five of 19 (26 percent) had failure to thrive. Eight were removed from birth mothers and placed in foster care because of abuse and neglect. Of twenty-one children who were given intelligence tests, 17 (81 percent) scored within the normal range (IQ>85) and four children (19 percent) scored subnormal (IQ=70 to 84) range. No pentazocine-exposed children received a scored <70. These types of findings are difficult to assess because of other factors in the drug abusers’ life style (poor diet, lack of prenatal care, and concomitant use of other substances of abuse, especially alcohol) contributed to low birth weight and other untoward outcomes among infants born to Ts and blues abusers observed by several investigators. Infants born to women who chronically used pentazocine in had transient neonatal withdrawal symptoms (Goetz and Bain, 1974; Kopelman, 1975; Scanlon, 1974) similar to those in neonatal withdrawal from other narcotics: irritability, hyperactivity, vomiting, high-pitched cry, fever, and diarrhea.
Cognitive Assessment in Children and Young People
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Cognitive assessments or intelligence tests are used to determine a young person’s overall learning ability and to identify their strengths and weaknesses in areas of cognitive capacity such as verbal reasoning, memory, visual processing and speed of processing. Emotional and/or behavioural difficulties can impact a young person’s cognitive abilities, for instance, making it harder to concentrate or to process what is being said.
Issues and strategies of quantitative analysis
Published in John A. Bilorusky, Principles and Methods of Transformative Action Research, 2021
They can oversimplify. For example, grades summarize the complexity of all that a person learns in a class into one symbol, even though they may have learned much in one area, and very little in another way. IQ tests can oversimplify because there are many different types of human intellect, and consequently, ways of exercising “intelligence” cannot be so neatly summarized in one concept or measure of “intelligence.” Furthermore, it has been shown that there are many cultural biases and other problems of “validity” that call into question the accuracy, the meaningfulness, and usefulness of these “intelligence” tests.
Do education, sex, and age moderate the relationship of intelligence and creativity with sexual desire?
Published in Sexual and Relationship Therapy, 2023
Marzieh Barazandeh, Mohammad Ali Besharat, Ali Moghadamzadeh
In addition to the above-mentioned variables, intelligence and creativity are also among factors shown to be associated with sexual desire (DeMartino, 2013; Glover et al., 1989; Hegarty, 2007). Indeed, general intelligence is a highly practical ability that influences many aspects of human well-being (Gottfredson, 2004). This construct carries many different meanings (Goldstein, 2015; Naglieri & Kaufman, 2001); for example, while Gardner (1993) defined intelligence as the ability to solve problems, Binet and Simon (1916) believed that intelligence refers to making a judgment and the ability to understand, analyze, and adapt to the environment effectively. Today, intelligence is defined as what is measured by intelligence tests (Deary et al., 2007). Given the importance of the intelligence construct, its relationships with many other variables have been investigated including but not limited to memory (Burgess et al., 2011), physical health (Deary et al., 2010), rational thinking (Stanovich et al., 2013), and creativity (Barron, 1963; Getzels & Jackson, 1962; Guilford, 1967; Wallach & Kogan, 1965). There is also evidence indicating that intelligence is related to sexuality; for instance, in their study, Greengross and Miller (2011) showed that intelligence has a positive relationship with sexual desire. Also, DeMartino (2013) indicated that intelligent women have more sexual drive compared to other women. Finally, in another study, top students have shown to be more capable of postponing their sexual activity than other students (Halpern et al., 2000).
Ethnicity-related stereotypes and their impacts on medical students: A critical narrative review of health professions education literature
Published in Medical Teacher, 2022
Soham Bandyopadhyay, Conor T. Boylan, Yousif G. Baho, Anna Casey, Aqua Asif, Halimah Khalil, Nermin Badwi, Rakesh Patel
There has been research into bias, stereotypes, and prejudice in the field of social psychology (Watson et al. 2011; Hall et al. 2015; Charlesworth and Banaji 2019), particularly investigating the impact of these phenomena on minority ethnic groups (Watson et al. 2011; Hall et al. 2015). For instance, when students who self-identified as African American were given a task framed as an intelligence test, they performed worse than individuals who self-identified as White (C. M. Steele and Aronson 1995). However, when the same task was framed as non-diagnostic of intelligence, no difference in performance was observed between individuals from different ethnic groups (C. M. Steele and Aronson 1995). In other words, performance was negatively impacted by a stereotyped identity (e.g., intelligence) being activated prior to a test being touted to measure something linked to said stereotype. Such phenomena may exist in medical education (Burgess et al. 2010), and could play a role in the differential attainment among students of various ethnicities at medical school (Woolf et al. 2013). Even before arriving at university, bias is demonstratable and an explanatory variable for the differential admission of minority ethnic candidates into medical school (Esmail et al. 1995; McManus et al. 1995).
Circadian preference and intelligence – an updated meta-analysis
Published in Chronobiology International, 2021
Péter P. Ujma, Vsevolod Scherrer
Intelligence can be defined as “a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience” (Gottfredson 1997). In psychometric practice, intelligence is estimated from the sum scores or factor scores of cognitive test batteries with a generally abstract content. Psychometric intelligence shows high convergent validity across tests, with manifest correlations of ~0.7–0.8 (Jensen 1980) and latent correlations often approaching 1 (Johnson et al. 2004, 2008). Results in different intelligence tests and even in small ad-hoc batteries of various cognitive tests seem to be affected by the same underlying trait of general intelligence, even if they measure it to a different extent (Major et al. 2011).