intellectualization

Examples of intellectualization in the following topics:

• Intellectual Disabilities

  • Intellectual disabilities are neurodevelopmental disorders characterized by significantly impaired intellectual and adaptive functioning.
  • An intellectual disability is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning.
  • Intellectual disability can be either syndromic (in which intellectual deficits are present along with other medical and behavioral signs and symptoms), or non-syndromic (in which intellectual deficits appear without other abnormalities).
  • Among children, 30% to 50% of intellectual disabilities are of unknown cause.
  • Currently, there is no "cure" for an intellectual disability.

• Intellectual Disabilities

  • An intellectual disability is a significant limitation in an individual's cognitive functioning and daily adaptive behaviors.
  • Mild: Approximately 85% of individuals with an intellectual disability fit into this category.
  • Moderate: About 10% of people with intellectual disabilities fit into this category.
  • Individuals living with intellectual disabilities face both personal and external challenges in life.
  • People with intellectual disabilities are often discriminated against and devalued by society.

• Defining Thoughts

  • Thinking is intellectual exertion aimed at finding an answer to a question or a solution to a practical problem.
  • This intellectual exertion is aimed at finding the answer to a question or the solution to a problem; it can be as simple as where to get food, or as difficult as solving an equation in quantum mechanics.
  • Thinking is intellectual exertion aimed at finding an answer to a question, or a solution to a practical problem.

• Learning Disabilities and Special Education

  • An intellectual disability, or general learning disability, is a generalized disorder appearing before adulthood, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors (such as self-help, communication, or interpersonal skills).
  • Intellectual disabilities were previously referred to as mental retardation (MR)—though this older term is being used less frequently—which was historically defined as an intelligence quotient (IQ) score under 70.
  • There are different levels of intellectual disability, from mild to moderate to severe.
  • The Free and Appropriate Public Education (FAPE) component of IDEA makes it mandatory for schools to provide free and appropriate education to all students, regardless of intellectual level and disability.

• Genetic Basis of Intelligence and Learning

  • Down syndrome, for example, is a genetic syndrome marked by intellectual disability, and has implications for the ways in which children with Down syndrome learn.

• Theories of Multiple Intelligence

  • However, there are alternate theories of multiple intelligence which are useful in their own way for delineating certain intellectual skill sets which vary between people.
  • Savant syndrome identifies individuals who are considered to be intellectually deficient, yet have extremely well-developed talents or skills in a specific area, often art, music, or math.
  • Savant syndrome demonstrates that an individual who appears to be intellectually deficient based on traditional definitions of intelligence can display exceptional abilities in a specific area or areas.

• The Intellectually Gifted

  • A child whose cognitive abilities are markedly more advanced than those of his or her peers is considered intellectually gifted.

• Physical Development in Late Adulthood

  • The aging process often results in a loss of memory, deteriorated intellectual function, decreased mobility, and higher rates of disease.
  • The aging process generally results in changes and lower functioning in the brain, leading to problems like memory loss and decreased intellectual function.

• Educational Psychology

• Cognitive Psychology

  • The perspective had its foundations in the Gestalt psychology of Max Wertheimer, Wolfgang Köhler, and Kurt Koffka, and in the work of Jean Piaget, who studied intellectual development in children.